Evaluating the Proficiency of Science Educators in Developing and Executing Online Instruction: A Case Study of Secondary Schools in Uganda

Abstract

This research delved into the assessment of the proficiency of science educators in formulating and executing online lessons within secondary schools in Uganda. Employing a quantitative methodology with a cross-sectional survey design, the study developed a questionnaire to evaluate the online teaching competencies of secondary school science teachers. The questionnaire was disseminated electronically, resulting in 50 respondents within a one-month timeframe. Data analysis encompassed the use of descriptive statistics and multivariate analysis of variance (MANOVA). The research findings disclosed that while science teachers exhibited competence in online teaching, course design, digital communication, and basic computer skills, they displayed some limitations in advanced computer skills and the utilization of Learning Management Systems. Furthermore, the study identified factors such as school location and the academic qualifications of teachers as overarching influences on the competency of science teachers in designing and implementing online lessons. In light of these findings, the study recommends the organization of professional development courses to enhance teachers' readiness for conducting online classes. Additionally, it underscores the importance of electrifying and equipping schools, especially those in rural areas, with the requisite infrastructure and resources. Keywords: science, teachers, competency, designing, implementing, online lessons